NGSS Lesson Planning Template

Grade/ Grade Band: 3-5th Topic: Space Launch Lesson # __3__ in a series
grade System Heavy Lifting of _7___ lessons

Brief Lesson Description: Students up until this point have thought about the spacecraft
for the mission to Mars and the topography of the planet for a safe landing. Now it is time to
plan the launch that will get the mission off of planet Earth
(http://www.space.com/18596-mars-colony-spacex-elon-musk.html) Students will grapple
with the issues of getting Astronauts off the planet and then to Mars.

Performance Expectation(s):
MS-ETS1-4 Develop a model to generate data for iterative testing and modification of
a proposed object, tool, or process such that an optimal design can be achieved.
MS-ETS1-3 Analyze data from tests to determine similarities and differences among
several design solutions to identify the best characteristics of each that can be
combined into a new solution to better meet the criteria for success.

Specific Learning Outcomes: To engage in this engineering challenge, which will

have students studying which design will get the most lift. The testing is iterative.
The students will articulate the aspects of the design allowed the rocket to achieve
the required distance while carrying the greatest amount of payload.

Lesson Level Narrative

Now that you have study the topography of the planet and designed a spacecraft that can
get from Earth to Mars, it is time for launch. The engineers of the Mission to Mars
exploration team need to come up with creative ideas for launching heavy payloads into
orbit. Payloads include parts and supplies for the spacecraft that will carry humans to Mars
and elements necessary for a Mars settlement. NASA is also interested in rockets that can
transport large fuel tanks that will be used to power deep space rockets. You are
challenged to build the most efficient heavy-lift rocket from the same set of materials. You
and your team will try to create a rocket that will lift the greatest payload into space (the
ceiling).
Science & Engineering
Practices:
Developing and Using
Models to understand what it
takes to get a rocket out of
Earths orbit.
Science & Engineering
Practices:
Developing and Using
Models to understand what it
takes to get a rocket out of
Earths orbit.
Science & Engineering
Practices:
Developing and Using
Models to understand what it
takes to get a rocket out of
Earths orbit.

Analyzing data from the
rocket trials to determine
which design is best for
modeling leaving Earths
orbit.
Analyzing data from the
rocket trials to determine
which design is best for
modeling leaving Earths
orbit.
Analyzing data from the
rocket trials to determine
which design is best for
modeling leaving Earths
orbit.

Possible Preconceptions/ Misconceptions:

Elementary-school students typically do not understanding gravity as a force. They see the
phenomenon of a falling body as natural with no need for further explanation or they
ascribe to it an internal effort of the object that is falling (Obgborn, J. (1985). Understanding
students understanding: An example from dynamics. European Journal of Science
Education, 7, 141-150.) If students do not view weight as a force, they usually think it is the
air that exerts this force. Misconceptions about the causes of gravity persis after traditional
high-school physics instruction. Misconceptions about the causes of gravity can be
overcome by specially designed instruction.

LESSON PLAN 5-E Model

ENGAGE: Opening Activity Access Prior Learning / Stimulate Interest / Generate

Questions:
If you can you might want to show students a video that shows how rockets get the space
shuttle off the ground. http://www.space.com/12946-nasa-heavy-lift-rocket-animated.html

Students are asked a number of questions about the factors that allow the rockets to get
the spacecraft out of Earths orbit.
How do you think these rockets are working?
What do you think happened here when this incident happened?
http://www.space.com/30955-orbital-atk-rocket-explosion-year-later.html
Today you will be engaged in designing a rocket that will be safe and complete the mission.
Provide all the materials for the students and help guide them with the initial model of their
rocket.
EXPLORE: Lesson Description What should the teachers ask and do? What will the
students do?
I would start talking what project you all going do today, you all going to team up and make
a Rocket project, and i would provide all the material to all the team member, I would gave
materials to the student team, which they construct their rockets, drinking straws guide
balloon rocket up strings launch the rockets,need tape and paper clip sand balloon . And let
the teams complete the project, while teams doing the project, go round see what they
doing, see each other sharing, look all doing work at the project. After finish the project.

I would you asked success fully did lunch your team rocket, you did it first time.
I would asked after you landing your space rocket, there any safety issue.
I would asked them, what kind of tackle did face any time during the rocket launch?
what kind of lesson you learn? Any kind of information your team think it is important to
share with other team.

EXPLAIN: Concepts Explained and Vocabulary Defined

- I would ask the students after the launch, what made the launch successful or
If there would be anything they could improve.
Possible Questions: ( listen to students comments, ideas)
- How far would you estimate the rocket lifted? ( How far did it go?)
- How did you figure out what to do to avoid the paper clips from falling out?
- What improvements will you make?
- What made you decide on only 1 balloon? 2 balloons, etc?
- What would you do if the balloon starts to curve?

Vocabulary: (defined)
Launch: to release, catapult, send off
Estimate: to roughly determine, approximate
Capsule: pressurized compartment or vehicle.
Pressure:maintain near-normal atmospheric pressure during high-altitude or spaceflight.
Atmosphere : the whole mass of air surrounding Earth.
Catapult: device for launching an airplane for high-speed flight.

ELABORATE (Kabir): Applications and Extensions:

Start by giving the students an open-wide discussion to allow them to express their
ideas.
Then try to "elaborate" on the following topics:
What led you to make the changes and modifications?
Was the fuel enough to lift the rocket?
Could more or less fuel have resulted in a more successful rocket launch?
Where did it go?
Were the passengers secured?
Could more or less passengers have changed the outcome?

EVALUATE:
Formative Monitoring (Questioning / Discussion -> during the lab):
-I would be asking the students how the project is taking shape, what changes they could
make to fix their rockets.
Possible Questions (can walk around for this):
-What do you think will successfully send your rocket through the atmosphere to mars??
-What are you seeing that isnt helping your rocket to launch?
- Where do you think you should place the passengers?? How many passengers do you
want to send?? How do you want to safely send your passengers to mars??

Summative Assessment (Verbal Questioning -> finished product):

Here, I can be discussing the final product (the rockets) with the students.
Possible Questions (class discussion):
-What did/didnt work for your rockets??
-How did your group come together to fix the problems with the rocket?
-Did you notice what was successful and did you use it in the other tests?

Elaborate Further / Reflect (kabir): Enrichment:

What kind of changes would you make if you had more time?
Is there something you can think of we can use to make the launch more
successful? Perhaps a different fuel, or a different type of balloon?